T I P T O P T I P S F O R P R I M A R Y
L A N G U A G E L E A R N I N G
L I S A
S T E V E N S
N E W T O N A B B O T C O L L E G E
F E B R U A R Y 1 3 T H 2 0 1 5
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T H E R E ’ S M O R E
T O P L L T H A N
“ T H A T D O N K E Y ”
A L T H O U G H H E I S A L O V E L Y
D O N K E Y !

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Subject content
Key Stage 2: Foreign Language
Teaching may be of any modern or ancient foreign
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

Subject content
Key Stage 2: Foreign Language
Teaching may be of any modern or ancient foreign
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

Subject content
Key Stage 2: Foreign Language
Teaching may be of any modern or ancient foreign
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

Subject content
Key Stage 2: Foreign Language
Teaching may be of any modern or ancient foreign
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

The focus of study in modern languages will be
on practical communication. If an ancient
language is chosen, the focus will be to provide
a linguistic foundation for reading
comprehension and an appreciation of classical
civilisation. Pupils studying ancient languages
may take part in simple oral exchanges, while
discussion of what they read will be conducted
in English. A linguistic foundation in ancient
languages may support the study of modern
languages at key stage 3.
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13

T I P T O P T I P S
• Phonics
• Puppets and props
• Storytelling
• Structures
• Making links
• Songs and rhymes
• Tools to use
• Help and support

P H O N I C S
by Rachel Hawkes

A , E , I , O , U ( X 8 )
A , A R A Ñ A
E , E L E F A N T E
I , I D E A
O , O L V I D A R
U , U N I V E R S O
L I N K ( S T A R T S A T 1 . 3 0 - I S H )

count the phonemes
pass something every time you hear a phoneme
do a different action for each phoneme eg stamp, clap
Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!

P U P P E T S A N D P R O P S

S T O R Y T E L L I N G

S T R U C T U R E S
U N O J O A Z U L G R A N D E
E L P E L O V E R D E E N O R M E
T I E N E U N A B O C A G R I S Y P E Q U E Ñ O
U N A O R E J A R O S A M I N Ú S C U L O
U N A N A R I Z N A R A N J A

P R A C T I C E M A K E S

M A K E L I N K S
Image from Ardonik

Una
Una
Una

S O N G A N D R H Y M E
L E S C O U L E U R S

T E C H N O L O G Y T O O L S

P A D L E T
R E C O R D I N G A N D S H A R I N G

C R E A T I N G R E S O U R C E S
… O R A D A P T I N G S O M E O N E E L S E ’ S …

PIC COLLAGE

T E L L A G A M I A P P

E X A M P L E 1 E X A M P L E 2

BOOKCREATOR
APP

H E L P A N D S U P P O R T
• Association for Language Learning
• ALL Connect
• Facebook group - Languages in Primary
Schools
• Twitter - lists and #mfltwitterati

R E S O U R C E S
• LightBulbLanguages
• TES Resources
• BBC Primary
languages
• Pinterest
• Spanish Playground
• ALL recommends…

BLOGSANDWEBSITES
• ¡Vámonos! - Lisa Stevens
• Changing Phase - Clare Seccombe
• Janet Lloyd Network
• Zapatito Inglés - Erzsi Culshaw
• Bonjour Madame - Emilie Woodruffe
• PrinceLanguages - Julie Prince

A N D B E C A U S E H E I S A L O V E L Y D O N K E Y …

LISA STEVENS
lisibo@me.com
http://lisibo.com
Twitter - @lisibo
Ltd